Second Language and Heritage Learners in Mixed Classrooms

Contents\nContributors\nIntroduction: Addressing the Cognitive, Affective and Sociolinguistic Challenges in the Mixed Language Classroom\nPart 1 Language Pedagogy: Promoting Student Engagement through Differentiation\n1 Bi-Directional Scaffolding: Heritage Speakers and L2 Learners Complementing Each Other in the Mixed Classroom\n2 Advanced and Heritage Learners of Italian in Mixed Language Classrooms: Methods and Strategies to Teach Derivational Morphology\n3 Feedback in the Mixed Classroom: What are Students’ Preferences and Perceptions?\nPart 2 Sociolinguistic and Psychological Investigations: Language Identity in Mixed Classrooms\n4 Bridging Gaps in Mixed-Class Settings\n5 Dismantling Raciolinguistic Ideologies: Más Allá del Aula de Herencia\n6 Countering Negative Attitudes toward Heritage Students’ Spanish in Mixed L2-H2 Classes\n7 Intercultural Education in Early Childhood Education or How to Enhance Language Learning and Social Cohesion in a Mixed Language Classroom\nPart 3 Cognitive Approaches to Language Learning: Metalinguistic Competency and Language Variation\n8 Processing Instruction in Mixed Language Classrooms\n9 Promoting Multilingual Metalinguistic Awareness within Young Foreign Language Learners\n10 Incorporating Lessons on Language Contact for Grammar Instruction in HL and L2 Mixed Classrooms\nPart 4 Plurilingualism, Translanguaging and Translation: Enhancing Language Learning through Multilingualism\n11 Translanguaging for Academic Success: A Strategy for Accessing Disciplinary Discourse in a Multilingual Undergraduate Classroom\n12 Implementing the Multilingual Approach to Diversity in Education (MADE) as a Tool for Instructional Design in Mixed-Language Classrooms\n13 Developing Compound Awareness by Translanguaging: The Design of Learning Activities for Multilingual Classrooms\nIndex